This paper reflects on writing-based learning practices and their development of critical thinking skills in higher education, particularly in interdisciplinary courses like the Module of Social and Political Knowledge (MSPK). The research examines how structured writing activities and scaffolded reflection help students’ ability to analyze, evaluate, and apply knowledge across different contexts. The primary research question is: How does scaffolded writing contribute to the development of critical thinking in higher education?

This study is grounded in critical thinking theories and constructive alignment pedagogy:

1. Critical thinking (Beyer, 1995; Pleschová, 2017) defined as “judging the quality of something against criteria” (Pleschová, 2017), critical thinking requires structured writing and reflection activities to encourage evaluation, synthesis, and judgment formation.
2. Constructive alignment (Biggs, 2003) impliying constructing knowledge through writing, peer discussions, and scaffolded reflection where the instructor designs activities (free writing, debates, iterative essays) that reinforce deep learning objectives.
3. Experiential and scaffolded learning (Kolb, 1984; Race, 1993; Kellogg, 2008) where students move from summaries (telling what they know) to analysis and argument development. 
4. Teaching for Transfer (Perkins & Salomon, 1988): writing-based learning encourages students to apply skills across disciplines. Scaffolding helps students connect philosophical concepts to real-world issues, improving knowledge retention and adaptability.

This study focuses on student-centered learning, transferable skills, and interdisciplinary education. Writing-based learning practiced in the classroom is considered an important strategy at Narxoz University for the General Education disciplines because it helps fostering critical thinking, particularly in fields such as philosophy and political science. 

This study used a qualitative content analysis of student-authored reflective essays from the Dear Reader letters written for the Module of Social and Political Knowledge Fall 2024 course. A thematic analysis (Braun & Clarke, 2006) was used to identify key patterns in students' reflections on writing and critical thinking: 1. Writing as a tool for judgment and structured thinking (Beyer, 1995). 2. Scaffolded learning and iterative writing development (Kolb, 1984; Kellogg, 2008). 3. Constructive alignment in course design (Biggs, 2003). 4. Knowledge transfer across academic and real-world contexts (Perkins & Salomon, 1988). Student reflections were anonymized to protect privacy.

1. Writing as a tool for evaluating and structuring thought: Writing evolved from means of expression into an active process of evaluating and refining knowledge. Students moved from simply summarizing texts to analyzing arguments, identifying biases, and constructing reasoned judgments about leadership, justice, and governance. 2. Constructive alignment: learning activities fostering critical thinking: Student growth in analytical thinking and argumentation was directly linked to the learning environment and tasks structured by the instructor, including free-writing exercises, debates, and scaffolded assignments (such as the “Machiavelli roadmap”). 3. Transfer of knowledge: critical thinking leaves the classroom. Students reflected on how their thinking shifted beyond academic settings. They discovered new language of describing power structures, leadership, and justice in the country where they lived. Students applied skills gained in one context (e.g., discussion of various leadership theories) to another (e.g., evaluating contemporary politics or university policies). 4. No longer hesitant participants: the growth of agency, Many students described how they initially lacked confidence in their ideas but gained intellectual independence through structured reflection and discussion. Writing became a self-directed process, allowing students to assess their own biases, question their assumptions, and develop independent perspectives. 7. Peer learning and multiple perspectives. Students highlighted the value of peer discussions in shaping their analytical skills. Collaborative activities—such as group debates, creative projects, and shared reflections—helped students recognize the subjectivity of knowledge.

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